Module 2.3 The ICPAL language framework: Purposes and Ability to Learn
Module 2.3 completes the analysis of the four components of the ICPAL language framework. Key concepts, terms and examples within Purposes, and Ability to Learn, are explained and explored.
Resources
- Appendix 2 Language Support Program Implementation Survey (Word - 60Kb)
- Appendix 3 The ICPAL language framework
- Teaching and Learning Resource at the Victorian Curriculum and Assessment Authority website includes descriptions and examples of concept maps, issues maps and lotus diagrams.
(http://vels.vcaa.vic.edu.au/support/teaching.html) - Resource 2.2 Managing and directing language (Word - 32Kb)
- Resource 2.3 Misuse of the communication context (Word - 34Kb)
- Table 2.3.2 Stress and intonation (Word - 33Kb)
- Table 2.3.4 Auditory perception, discrimination and short-term auditory memory (PDF - 33Kb)
Glossary
- Ability to Learn – The AL in the ICPAL language framework: necessary skills and their prerequisites for the acquisition of oral language
- auditory figure-ground differentiation – Ability to attend to one sound (e.g. the teacher’s voice) in the presence of other background noise/sound (see also auditory selective attention)
- auditory gestalt or closure – Ability to identify partially heard or distorted auditory stimuli, such as part of a word or phrase (e.g. recognise ‘hel_copter’ as ‘helicopter’)
- auditory perception – Ability to identify, interpret and attach meaning to sound
- auditory selective attention – Ability to attend to one sound for processing while inhibiting others (see also auditory figure-ground differentiation)
- aural – Related to the sense of hearing
- pragmatics – Social use, purpose and implied meaning of oral language, which is dependent on situational context. See also Purposes
- prosody – Patterns of intonation and stress placed on sounds, syllables and words in oral language
- Purposes – The P in the ICPAL language framework: use of oral language within social interaction; pragmatics
- short-term auditory memory – Ability to retain and immediately recall information that has been heard; temporary storage of information (approximately 30 seconds)
Timing
90 minutes
Going further
Research at the Royal Children’s Hospital in Victoria indicates that when children are referred for investigation because they do not appear to listen, are inattentive and have literacy problems, 80 per cent of children tested have a delay in the ability to process auditory information.
Professional learning activities
- Locate, gather and interpret resources
The Auditory Processing Assessment Kit: Understanding how Children listen and learn (Rowe, Pollard & Rowe 2006) [21] was developed for classroom teachers and health professionals working with students in year Prep to Year 10. The Kit does not provide a diagnosis; rather it assesses how a child is functioning.
Audit your schools resource libraries for this resource or source it from a region and use it to further develop your understanding of auditory processing.